本文選題：教學(xué)行為　切入點(diǎn)：FIAS　出處：《南京師范大學(xué)》2015年碩士論文

【摘要】：研究化學(xué)教師課堂教學(xué)行為有利于優(yōu)化化學(xué)課堂教學(xué),促進(jìn)化學(xué)教師專業(yè)發(fā)展。量化研究具有客觀性強(qiáng)、直觀性好、科學(xué)性佳等優(yōu)點(diǎn),因此,開發(fā)理想的量化研究工具對于課堂教學(xué)行為的研究具有重要意義。本文共分為以下幾個部分：第一部分,介紹本課題的研究目的和研究意義。第二部分,綜述國內(nèi)外課堂教學(xué)行為研究內(nèi)容和方法。第三部分,介紹弗蘭德斯語言互動分析系統(tǒng)(FIAS)。第四部分,結(jié)合FIAS應(yīng)用于我國化學(xué)教學(xué)研究的現(xiàn)狀,找到原始FIAS用于我國當(dāng)前化學(xué)課堂教學(xué)行為研究的不足；整合國內(nèi)已有改進(jìn)成果,逐個分析其優(yōu)劣勢；找到改進(jìn)研究的突破口,提出基于現(xiàn)代化學(xué)課堂的教學(xué)行為分析系統(tǒng)—-3C-FIAS。第五部分,通過常態(tài)化學(xué)課堂教學(xué)視頻分析和任課教師訪談等應(yīng)用研究,考察3C-FIAS系統(tǒng)的適用性、實(shí)用性和科學(xué)性。第六部分,形成研究結(jié)論。研究發(fā)現(xiàn)：1.原始FIAS起源于20世紀(jì)六七十年代的美國,用于我國當(dāng)前的化學(xué)課堂教學(xué)行為研究有一定的不足。2.國內(nèi)已有改進(jìn)成果存在化學(xué)課堂教學(xué)行為分類不全面、編碼數(shù)目多的問題。3.本文改進(jìn)的3C-FIAS系統(tǒng)作為我國當(dāng)前化學(xué)課堂教學(xué)行為研究的量化工具,具有一定的可靠性和合理性。
[Abstract]:Studying chemistry teachers' classroom teaching behavior is beneficial to optimize chemistry classroom teaching and promote chemistry teachers' professional development.Quantitative research has the advantages of strong objectivity, good intuition, good science and so on. Therefore, it is of great significance to develop ideal quantitative research tools for the research of classroom teaching behavior.This paper is divided into the following parts: the first part introduces the purpose and significance of this research.The second part summarizes the research contents and methods of classroom teaching behavior at home and abroad.The third part introduces Flanders language interactive analysis system.The fourth part, combined with the current situation of the application of FIAS in chemistry teaching research in our country, finds out the deficiency of the original FIAS used in the study of chemistry classroom teaching behavior in our country, integrates the existing domestic improvement results, and analyzes the advantages and disadvantages one by one.To find a breakthrough in improving the research, a teaching behavior analysis system based on modern chemistry classroom is put forward: 3C-FIAS.In the fifth part, the applicability, practicability and scientificalness of 3C-FIAS system are investigated through video analysis of normal chemistry classroom teaching and interview with teachers.The sixth part, form the research conclusion.The study found that 1: 1.The original FIAS originated in the United States in the 1960s and 1970s.There is the problem that the classification of chemistry classroom teaching behavior is not comprehensive and the number of codes is large.As a quantitative tool for the study of chemistry classroom teaching behavior, the improved 3C-FIAS system in this paper has certain reliability and rationality.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8

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本文編號：1714180